Teaching Education最新文献_第2页

Exploring student teachers’ aesthetic learning processes 探究学生教师的审美学习过程

IF 1.6

Teaching Education Pub Date : 2023-11-16 DOI: 10.1080/10476210.2023.2278802

Marie Møller-Skau

引用次数: 0

Teaching and learning in uncertain times: thinking with multiple crises 不确定时代的教与学:多重危机的思考

Teaching Education Pub Date : 2023-10-24 DOI: 10.1080/10476210.2023.2265311

P.J. White, E. Mayes, B. Sutton, J.P. Ferguson, M. Green

{"title":"Teaching and learning in uncertain times: thinking with multiple crises","authors":"P.J. White, E. Mayes, B. Sutton, J.P. Ferguson, M. Green","doi":"10.1080/10476210.2023.2265311","DOIUrl":"https://doi.org/10.1080/10476210.2023.2265311","url":null,"abstract":"Teachers are working in disturbing and challenging times, characterised by coterminous crises, the Covid-19 pandemic and human induced climate change; these are transforming our working conditions and the lives of students and teachers. In this research, we looked to our own pedagogical practices as teacher educators to collaboratively explore what it means to be teachers and learners in uncertain times of multiple crises. We use a collaborative autoethnographic methodology to better understand the kind of educator these times demand and consider the implications for teacher education. Through fictionalised, co-constructed vignettes that act as pedagogical encounters, we explore our collaborative experiences in relation to multiple crises: in the classroom, at climate strikes, and in conversations with teachers during the pandemic. We use these vignettes to think with and through teaching during the global pandemic and the climate catastrophe, and with young people’s climate activism. Thinking with these vignettes, we analyse the ways (young) people across the world were already creating and are continuing to create, prefiguratively, different possible futures through public and ‘everyday’ modes of political action for climate justice, and what this might mean for teacher education.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135316493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Conceptualising Bedouin teachers’ social-emotional learning in the context of teaching children with neurodevelopmental disorders 贝都因教师的社会情绪学习在神经发育障碍儿童教学中的概念化

Teaching Education Pub Date : 2023-10-20 DOI: 10.1080/10476210.2023.2261385

Rivi Frei-Landau, Orit Avidov-Ungar, Orna Heaysman, Abed Abu-Sareya, Lior Idan

{"title":"Conceptualising Bedouin teachers’ social-emotional learning in the context of teaching children with neurodevelopmental disorders","authors":"Rivi Frei-Landau, Orit Avidov-Ungar, Orna Heaysman, Abed Abu-Sareya, Lior Idan","doi":"10.1080/10476210.2023.2261385","DOIUrl":"https://doi.org/10.1080/10476210.2023.2261385","url":null,"abstract":"ABSTRACTSocial-emotional learning (SEL) has received growing attention in recent decades. Although much is known about the benefits of integrating SEL in educational settings, knowledge about teachers’ SEL learning is limited, particularly among special-education teachers from diverse backgrounds. The study’s goals were: (1) to conceptualise the SEL learning of 30 in-service and preservice special-education teachers from the Bedouin community, where emotional restraint is the social norm; (2) to compare the learning patterns of teachers in different career stages. An exploratory case study was employed in a special-education school. Data collected from 20 interviews, 147 reflections and two focus groups were analysed using mixed methods (content analysis, exploratory analysis, and quantitative analysis). The findings revealed a three-phase model denoting teachers’ SEL learning – intrapersonal, interpersonal, and professional. Career stage-based differences were found. The study enhances our theoretical understanding of teachers’ SEL learning, which ultimately may promote best SEL practice in special education.KEYWORDS: Social-emotional learningneurodevelopmental disordersspecial-educationmulticulturismexploratory case studyprofessional learning Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 All names are pseudonyms to maintain participant confidentiality.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135568083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Examining preservice teachers’ sensemaking of teaching children through rigorous and appropriate practices: a case study 通过严格和适当的实践检查职前教师对教育儿童的意义:一个案例研究

Teaching Education Pub Date : 2023-10-12 DOI: 10.1080/10476210.2023.2265828

Christopher P. Brown, David P. Barry, Da Hei Ku, Kate Puckett

{"title":"Examining preservice teachers’ sensemaking of teaching children through rigorous and appropriate practices: a case study","authors":"Christopher P. Brown, David P. Barry, Da Hei Ku, Kate Puckett","doi":"10.1080/10476210.2023.2265828","DOIUrl":"https://doi.org/10.1080/10476210.2023.2265828","url":null,"abstract":"ABSTRACTPolicymakers’ reforms continue to narrow the landscape of early childhood education to a limited set of practices centered on improving children’s academic performance. These changes not only influence the training preservice teachers receive but also impact their sensemaking of how to teach the students in their future classrooms. Such challenges demonstrate a need to understand better how teacher educators and their programs impact preservice teachers’ conceptions of teaching children. This case study begins to address this issue by examining how a sample of preservice teachers’ conceptions of teaching evolved across their teacher education program in relation to what is known about how children learn and develop. Using the teaching construct of RIGOROUS DAP, which consists of 11 principles centered on instructional practices that are academically rigorous and developmentally appropriate, the findings of this case study revealed the evolution in complexity of these preservice teachers’ sensemaking of teaching children and of themselves as teachers. Such findings illuminate at least two opportunities for teacher educators and their programs to support the continued growth and development of preservice teachers as they progress through their programs and enter the ever-changing landscape of publicly funded early childhood programs.Keywords: preservice teachersRIGOROUS DAPsensemakingcase studyteacher education Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The authors would like to thank the editors of this journal and the reviewers for their thoughtful suggestions for improving this article. They would also like to thank the teachers who participated in their research project.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136014017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How about a round of applause: assets, dispositions and contributions of first-year teachers during parallel pandemics of 2020 来点掌声吧:在2020年平行大流行期间，一年级教师的资产、性格和贡献

Teaching Education Pub Date : 2023-10-03 DOI: 10.1080/10476210.2023.2260751

Jennifer K. Shah, Arthi B. Rao, Lindsay J. Wexler, Jennifer D. Olson

引用次数: 0

Staying with difficulty: on the emotional and social uses of childhood objects in unbecoming a teacher 与困难共处:论不成为教师时儿童物品的情感和社会用途

Teaching Education Pub Date : 2023-10-03 DOI: 10.1080/10476210.2023.2261383

Dragana Mirkovic, Ellouise VanBerkel, Lisa Farley

{"title":"Staying with difficulty: on the emotional and social uses of childhood objects in unbecoming a teacher","authors":"Dragana Mirkovic, Ellouise VanBerkel, Lisa Farley","doi":"10.1080/10476210.2023.2261383","DOIUrl":"https://doi.org/10.1080/10476210.2023.2261383","url":null,"abstract":"ABSTRACTThis article examines how five teacher candidates conceptualized meanings of teaching and childhood through discussions of childhood objects within a focus group. Drawing on psychosocial methods, we show how teachers used their objects to work through tensions between professional roles as educators and the return of personal memory. We highlight the ways in which meanings of teaching and childhood were affected by the shifting dynamics of compliance, anxiety, and conflict within the group. Through our analysis, we illustrate the value of using objects to support emerging teachers’ engagements in complicated conversations within a divergent community to represent conflictive meanings of childhood and education.KEYWORDS: Teacher educationcurriculum theorypsychosocial methodsfocus groupschildhood objectsmemory Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. This research was approved by York University’s Human Participants Research Review Committee.2. Earlier findings examined the pedagogical significance of childhood memories of nuisance-making leading to school surveillance (Farley et al., Citation2020), the colonial construct of innocence (Garlen, Chang-Kredl, Farley & Sonu, Citation2021), the relationship between memories of parental care and empathy (Chang-Kredl et al., Citation2021), and childhood memories of injustice and illness as catalysts for teachers’ dreams for just futures and pedagogical practice (Sonu et al., Citation2020, Citation2022). The second phase of research surfaced the role of nostalgia in teachers’ understandings of childhood under Covid-19 (Farley et al., Citation2022) and the meaning of childhood agency in oppressive contexts of schooling (Garlen et al., Citation2022).3. Webkinz are a stuffed animal franchise with interactive online counterparts (GANZ, Citation2012).Additional informationFundingThis work was supported by the Social Sciences and Humanities Research Council.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135743744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using a contemplative practice intervention in teacher education courses to neutralize implicit racial bias: a feasibility study 在教师教育课程中使用冥想练习干预来中和内隐种族偏见:可行性研究

Teaching Education Pub Date : 2023-09-13 DOI: 10.1080/10476210.2023.2252353

Kristine E. Larson, Amrita Chaturvedi, Molly Dunn, Nora Chavers

引用次数: 0

Using simulation-based learning to inform preservice teachers’ professional development 利用模拟学习为职前教师的专业发展提供信息

IF 1.6

Teaching Education Pub Date : 2023-08-07 DOI: 10.1080/10476210.2023.2240716

H. Flavian, Orna Levin

引用次数: 2

Tale of the tape: psychometric investigation of two popular teacher self-efficacy scales 磁带的故事：两种流行的教师自我效能感量表的心理测量学调查

IF 1.6